Implementing Blackboard in Biology Curricula John Burt Natural and Quantitative Sciences Zayed University, Dubai

Benefits of Blackboard Allows entirely electronic infrastructure Academic and non-academic Allows synchronous and asynchronous learning

Features Customizable appearance Easy distribution of materials (instant or scheduled) Digital drop box Online assessments and grade-book Threaded discussion and chat Calendars and tasks

Background Biological Concepts I Three hours in class & two hours in lab Introduces science stream students to molecular and cellular biology

Appearances Main page ‘ My Institution ’ provides sensory overload Course Documents Documents and presentations are marginalized by menus Benefits: Partially customizable

Material Distribution Material is downloaded and printed Off-campus access should be considered Benefits: If reliable and if used frequently, should negate having to use hard drive/copy Excellent for streaming media Can include Java based simulations and labs Course cartridges Links to on-line journals

Digital Drop Box Students generally duplicate with Mathematics transcription is time consuming Electronic corrections take too much time Notes, diagrams, rearrangements, etc. Benefits: Does serve the purpose of collating documents and time-stamping

On-Line Assessment Students missing from class have access Cannot lock browser as open Time-limits can be troublesome Benefits Availability options Instant grading and feedback

Threaded Discussion & Chat Verbal interaction is better and more appropriate in classes Benefits: Allows archiving of discussions/decisions Allows participation of reticent students Virtual office hours & reduces need for ‘ face-to-face ’ Allows anonymity

General Challenges Occasional technical problems Development of electronic active learning techniques is troublesome – passive is easier Use collaborative learning, problem solving and reflection Each course should be deconstructed, not molded

General Benefits Could be academic and administrative Centralized repository with archives Tracking of student use & involvement Asynchronous assignments and readings Multiple-section course development Potential use in low enrollment course Must include videoconferencing access!

General Considerations Student accessibility Cultural and personal security Student needs, interest and applicability to ‘ work world ’ Is it appropriate to push Bb for all courses? Is the high prep time worth the effort? Networked drives Are ‘ traditional ’ techniques all that bad? Are we trying to enhance or replace them? Need pedagogical support for professional development